1. History teaching in Serbia History as a subject has a significant part in school curricula, both in Primary as well as in Secondary schools History as a subject has a significant part in school curricula, both in Primary as well as in Secondary schools History is taught for 4 years in Primary schools (children age 11 – 14) and 1 – 4 years in High schools, depending on the type of school History is taught for 4 years in Primary schools (children age 11 – 14) and 1 – 4 years in High schools, depending on the type of school History curricula are organized chronologically History curricula are organized chronologically

2. The main objectives of history as a subject History as a subject has a very important role in developing personal, cultural and national identity History as a subject has a very important role in developing personal, cultural and national identity Children learn about past events and complex processes that shaped our civilization Children learn about past events and complex processes that shaped our civilization On history classes students should develop democratic and humanistic values and believes and learn to be tolerant, open-minded and to think freely, logically and critically On history classes students should develop democratic and humanistic values and believes and learn to be tolerant, open-minded and to think freely, logically and critically

3. Problems in history teaching in Serbia Textbooks based on political history (lots of facts and figures), traditional ways of teaching with lectures as dominant and prevailing model, lack of technical resources, big student groups, lack of enthusiasm among the teaching stuff and lack of interest and discipline among the student population Textbooks based on political history (lots of facts and figures), traditional ways of teaching with lectures as dominant and prevailing model, lack of technical resources, big student groups, lack of enthusiasm among the teaching stuff and lack of interest and discipline among the student population Teachers often pay more attention on memorizing facts, than on comprehending processes Teachers often pay more attention on memorizing facts, than on comprehending processes

4. Modernization of the subject The new generation of textbooks tends to cover not only political issues, but also social, cultural, technological changes, as well as a life of “ordinary people” The new generation of textbooks tends to cover not only political issues, but also social, cultural, technological changes, as well as a life of “ordinary people” Textbooks are in color, nicely illustrated and full of visual material (photos, cartoons, maps) that can easily be analyzed during the class Textbooks are in color, nicely illustrated and full of visual material (photos, cartoons, maps) that can easily be analyzed during the class Ministry of education and different NGOs conduct teacher trainings in order to show to teachers how to use different methods of teaching, motivate pupils to actively participate and make lessons more interactive Ministry of education and different NGOs conduct teacher trainings in order to show to teachers how to use different methods of teaching, motivate pupils to actively participate and make lessons more interactive

5. History Teaching: New Approaches, New Tendencies, New Possibilities Main goal of this seminar was to show to teachers how to use “untypical” sources (photos, cartoons, press articles and oral history method) during the classes Main goal of this seminar was to show to teachers how to use “untypical” sources (photos, cartoons, press articles and oral history method) during the classes These sources could be especially useful when teaching about rapid modernization and urbanization, life of “ordinary people”, migrations, changes in the way and standard of living, family life, local history etc. These sources could be especially useful when teaching about rapid modernization and urbanization, life of “ordinary people”, migrations, changes in the way and standard of living, family life, local history etc.

6. Why using this kind of sources in the classroom? Pupils can visualize to some extend processes that they are learning about Pupils can visualize to some extend processes that they are learning about Together with teacher they have the opportunity to critically analyze the source Together with teacher they have the opportunity to critically analyze the source The analysis requires special knowledge The analysis requires special knowledge Both photographs and cartoons are excellent for the comparison Both photographs and cartoons are excellent for the comparison Pupils can work in groups, pairs or try to find out more about the given source at home Pupils can work in groups, pairs or try to find out more about the given source at home

7. Dealing with the photo as a source We must constantly have in mind that there are not so many “neutral” photos. We must constantly have in mind that there are not so many “neutral” photos. Photos can be very suggestive, provocative and powerful medium, taken with the purpose to achieve some impact or to provoke strong emotions (e.g. compassion, sympathy, sadness) Photos can be very suggestive, provocative and powerful medium, taken with the purpose to achieve some impact or to provoke strong emotions (e.g. compassion, sympathy, sadness) The choice of the filmed events / persons, composition of the photo, the lightening, moment when the photo was taken, the presence of the photographer on the exact place in the exact time may be extremely important when critically analyzing photo as a source The choice of the filmed events / persons, composition of the photo, the lightening, moment when the photo was taken, the presence of the photographer on the exact place in the exact time may be extremely important when critically analyzing photo as a source

8. Possible questions when analyzing photograph Give detailed description of the photo Give detailed description of the photo What do you think is going on this photo? What do you think is going on this photo? Who are the people / object and what do they present? Who are the people / object and what do they present? What do you think the photo was taken? What do you think the photo was taken? Is it a spontaneous photo or is it taken with some purpose Is it a spontaneous photo or is it taken with some purpose What other sources do you know about this event / person What other sources do you know about this event / person Does the photo provoke some emotions? Which ones? Does the photo provoke some emotions? Which ones?

9. Dealing with the cartoon as a source Teacher must clearly state that caricatures offer grotesque / satiric / ironic comment of some event, political notion or person and not the objective presentation of the situation in the society. It is of great importance to know what was the political, ideological and social orientation of the newspaper in which the cartoon was published Teacher must clearly state that caricatures offer grotesque / satiric / ironic comment of some event, political notion or person and not the objective presentation of the situation in the society. It is of great importance to know what was the political, ideological and social orientation of the newspaper in which the cartoon was published Caricatures must obey certain social conventions Caricatures must obey certain social conventions They can be very powerful mean of propaganda They can be very powerful mean of propaganda Many stereotypes that have lasted for decades were shaped through the cartoons Many stereotypes that have lasted for decades were shaped through the cartoons

10. Possible questions when analyzing cartoons Describe the person / object on the cartoon Describe the person / object on the cartoon Are the persons / objects portrayed in the realistic or the grotesque way? Are the persons / objects portrayed in the realistic or the grotesque way? Can you recognize persons portrayed? Name them and define their political or social position Can you recognize persons portrayed? Name them and define their political or social position To what event is caricature referring to? To what event is caricature referring to? What do you know about that event / person? What do you know about that event / person? What is the meaning of the text below? Is it supposed to be funny or ironic? What is the meaning of the text below? Is it supposed to be funny or ironic?

11. Possible questions … What symbols are used on the caricature? Why the author did chose to use these particular symbols? What symbols are used on the caricature? Why the author did chose to use these particular symbols? What other sources we have about this event / person? What other sources we have about this event / person? Is this caricature in the collision with other sources? Is this caricature in the collision with other sources? What is the effect of the caricature? What is the effect of the caricature? Which message did the author wanted to send? Which message did the author wanted to send?